Acquisition of school knowledge in adolescents from a cultural perspective

Abstract

This paper addresses the problem of formal thought in adolescence. From the cultural theoretical approach we advocate, it does not seem appropriate to determine whether or not the adolescent has attained formal operations, insofar as this entails conceiving such operations as global structures of thought. Rather, the main focus should shift toward creating suitable conditions for adolescents to acquire a set of formal thinking skills across different curricular areas. This implies acknowledging the close link between thinking skills and the contexts in which such skills are acquired and developed. This shift in the research focus appears more appropriate when considering the risk that school knowledge may become encapsulated (compartmentalized). Finally, we propose an approach to the teaching and learning of problem-solving that better aligns with the dual objective of addressing the characteristics of adolescent thinking while overcoming the phenomenon of encapsulated school knowledge.